Melbourne CSHE Scholarship of Technology Enhanced Learning – a digital education network Hub
#SoTELNZ 2021 Symposium https://sotel.nz/ now accepting submissions: 500 word abstract (published in PJTEL journal https://ojs.aut.ac.nz/pjtel/submission/wizard?sectionId=4) & pre-recorded PechaKucha presentations https://www.pechakucha.com/pkcreate
This week the #Datacreativities project group from the University of Melbourne will share their development of a new Data Visualisation Framework https://mdap.pages.gitlab.unimelb.edu.au/mdap-2020a-coleman-creative_industries/docs/intro/
Find out about the team at https://blogs.unimelb.edu.au/sotel/datacreativities/datacreativities-research-team/
@kateycoleman @SpreadboroughKL @thomcochrane @MDAP_Unimelb @fitzyjane @mazinbriz
This week our presenter is Dr Stuart Barber, Senior Lecturer Intensive Animal Mang. & Welfare, Veterinary Biosciences, University of Melbourne – Stuart will present his projects using Virtual reality to teach Bioscience.
9:30am Friday 30th October (Melbourne Time): https://ascilite.org/events/ascilitemlsig-webinar-30th-october/
My first draft of using the free online version of PK Create to make a short (6’40”) summary of my MCSHE Technology Enhanced Learning research program activity so far. It was more time consuming than I thought to record the audio to the slides, and there is an annoying audio ‘click’ at the start of each slides’ audio – next time I think I’ll record the audio separately and attache to the slides rather than use the web-based record function which seems rather low quality and noisey. A bit of an experiment to see the potential of this format for future online presentations and symposia.
Are you interested in gaining international accreditation for your experience and expertise in integrating technology in teaching and learning? The Certified Member of the Association for Learning Technology (CMALT) provides peer reviewed recognition aligned with the UK higher education professional standards framework. The Melbourne Centre for the Study of Higher education at the University of Melbourne are hosting a cMOOC (connectivist Massive Open Online Course) to support academics and allied staff develop portfolios for CMALT accreditation, and facilitate an experience of participating in a global network of higher education professionals. The 2020 CMALT cMOOC starts 14th September and will run for 7 weeks. The cMOOC is completely free and is aimed at participants sharing experiences as they explore developing CMALT eportfolios, and building their professional academic online profiles.
The 2020 iteration of the #CMALTcMOOC launches with an introductory Webinar on 14th September 9:30am AEST – Australia time (11:30am 14th September, New Zealand time; 10:30pm 13th September UK time). Join us over 7 weeks as we explore the elements of a CMALT ePortfolio within an international support network.
The Weekly Webinar – you will be emailed the Webinar link after Signing Up.
Put the calendar event in your calendar.
What is CMALT?
More info at:
Research in Learning Technology (RLT) MMR Special Collection Update 2020 – Call for Papers
Mobile Mixed Reality Enhanced Learning
Guest editors
Associate Professor Thomas Cochrane, Centre for the Study of Higher Education, the University of Melbourne, Australia. Cochrane.t@unimelb.edu.au
Associate Professor James Birt, Faculty of Society and Design, Bond University, Australia. jbirt@bond.edu.au
Dr Vickel Narayan, Faculty of Business and Economics, University of Sydney, Australia. vickel.narayan@sydney.edu.au
Associate Professor Gail Wilson, Member Emeritus Faculty, Southern Cross University, Australia. Gail.Wilson@scu.edu.au
Focus of the special collection update
The 2020 update to the Mobile Mixed Reality (MMR) Special Collection for Research in Learning Technology provides an opportunity to explore the impact of MMR on online and hybrid mode education during the COVID-19 crisis.
Of particular interest for the 2020 special collection are investigations in areas that explore the impact of MMR in response to facilitating and enabling online and hybrid learning environments during COVID-19, such as, but not restricted to:
The methodological theme for this special collection focuses on research approaches that move beyond simple comparative case studies, and explore the application of Design-Based Research as a methodology for designing authentic mobile learning (Bannan et al., 2015), enabling new pedagogies such as Heutagogy (Blaschke & Hase, 2019; Moore, 2020). As such, a feature of this special collection continues to be to introduce the readership of RLT to the educational applications of mobile learning that they perhaps were unaware of or have not previously used.
Background
In the 2019 MMR special collection editorial James Birt (Cochrane et al., 2020) looked to the future of MMR in education:
It is certainly easy to conclude that technology enhances learning and indeed the upcoming BYO smartphone technologies will capture the creative imagination of MMR education delivery. Including, the shift towards 5G wireless networking, depth sensor cameras, integrated LiDAR and more complex machine learning algorithms capable of data processing.
But, predicting the future is difficult and made more complex with the rapid rise of technology innovation. Recently we have seen changes to the support of mobile VR with a shift away from mobile phone insertable HMDs (Google Cardboard, Samsung Gear VR) and 3DoF headsets (Oculus Go) to 6DoF standalone hardware (Oculus Quest, HTC VIVE Focus). Software support has also changed recently with companies such as Unity3D depreciating native support for various VR and AR hardware from their game engine requiring third party plugins.
If the COVID-19 pandemic has highlighted anything it’s that there is a greater than ever need for communicative technology in education but even more so a willingness of educators and learning providers to understand, support and manage mobile technology enhanced learning. The future of MMR will not be driven through technology innovation alone as discussed in this special issue. Rather it will be a multi-faceted approach through understanding technology innovation, managing change, integrating learner centred design methodology, educator literacy and increased capacity for learning providers to support the scalable deployment of MMR devices and applications. It is therefore these current and near future challenges that we look forward to exploring in the 2020 edition of the special collection on MMR.
Submission instructions Papers should be submitted through the RLT online submission system (https://journal.alt.ac.uk/index.php/rlt). Please select the journal section in the system ”Special Collection: Mobile Mixed Reality” when submitting your papers for review.
Deadlines for authors
Call for papers open: 31 August 2020
Submission deadline: 31 October 2020
Decision on manuscripts: 15 November 2020
Revised/final manuscripts: 15 January 2020
Publication: January/February 2021 (indicative)
References
Bannan, B., Cook, J., & Pachler, N. (2015). Reconceptualizing design research in the age of mobile learning. Interactive Learning Environments, 24(5), 1-16. https://doi.org/10.1080/10494820.2015.1018911
Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. https://doi.org/https://doi.org/10.24135/pjtel.v1i1.1
Cochrane, T., Birt, J., & Narayan, V. (2020, 11 May 2020). Editorial for 2019 update to the RLT special collection on mobile mixed reality [Journal]. Research in Learning Technology, 28(Special Collection). https://doi.org/https://doi.org/10.25304/rlt.v28.2424
Moore, R. L. (2020, 2020/07/02). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381-401. https://doi.org/10.1080/01587919.2020.1766949
The #datacreativities team delved into Mozilla Hubs to experience the potential of Social VR to facilitate new forms of online experience experiences and interaction with data.
We had fun, but for a more in depth exploration of social VR and the implications for COVID-19 online learning see these recent publications:
Won, A. S., Bailey, J. O., & Yi, S. (2020). Work-in-Progress—Learning about Virtual Worlds in Virtual Worlds: How Remote Learning in a Pandemic Can Inform Future Teaching. 2020 6th International Conference of the Immersive Learning Research Network (iLRN), https://doi.org/10.23919/iLRN47897.2020.9155201
Scavarelli, A., Arya, A., & Teather, R. J. (2020). Virtual reality and augmented reality in social learning spaces: a literature review. VIRTUAL REALITY. https://doi.org/10.1007/s10055-020-00444-8
Le, D. A., MacIntyre, B., & Outlaw, J. (2020). Enhancing the Experience of Virtual Conferences in Social Virtual Environments. 2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), https://doi.org/10.1109/VRW50115.2020.00101
Scavarelli, A., Arya, A., & Teather, R. J. (2019). Towards a framework on accessible and social VR in education. 2019 IEEE conference on virtual reality and 3D user interfaces (VR), https://doi.org/10.1109/VR.2019.8798100
Join us on 26 August 2020 (Wed) for the final webinar in the Education 4.0 series Roundtable 2: After the leap, how can we build on positive changes for the future
@samsmidt @drhelenking @Martha_Caddell @HE_Harriet @thomcochrane @SusanBridges12
Register at: cetl.hku.hk/edu4/
Feedback on Seminar 8:
Webinar on Immersive Reality Learning Environments – Projects from @caguayo Presentation slides for discussion https://docs.google.com/presentation/d/1xEODrqEL-Rb6U8_HgHm9trUUV-qqYnWGOok72wxfIG0/edit?usp=sharing
Recording available at
The special issue “A Synthesis of Systematic Review Research on Emerging Learning Environments and Technologies” edited by Drs. Florence Martin, Vanessa Dennen, and Curtis Bonk has assembled a noteworthy collection of systematic review articles, each focusing on a different aspect of emerging learning technologies. In this conclusion, we focus on these evidence-based reviews and their practical implications for practitioners as well as future researchers. While recognizing the merits of these reviews, we conclude our analysis by encouraging readers to consider conducting educational design research to address serious problems related to teaching, learning, and performance, collaborating more closely with teachers, administrators, and other practitioners in tackling these problems, and always striving to make a difference in the lives of learners around the world.
Reeves, T.C., Lin, L. The research we have is not the research we need. Education Tech Research Dev (2020). https://doi.org/10.1007/s11423-020-09811-3 https://doi.org/10.1007/s11423-020-09811-3
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